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Full-Text Articles in Education
Salient Experiences In Student Development: Impact Of An Undergraduate Stem Teacher Preparation Program, Amie S. Sommers, Kelly Gomez Johnson, Paula Jakopovic, Julio Rivera, Neal Grandgenett, John A. Conrad, William E. Tapprich, Christine E. Cutucache
Salient Experiences In Student Development: Impact Of An Undergraduate Stem Teacher Preparation Program, Amie S. Sommers, Kelly Gomez Johnson, Paula Jakopovic, Julio Rivera, Neal Grandgenett, John A. Conrad, William E. Tapprich, Christine E. Cutucache
Educational Leadership Faculty Publications
The need for a comprehensive, high-quality pipeline for the development of undergraduate pre-service teachers, especially those that represent a diverse student body, within STEM disciplines is acute. Here, we studied the NoyceSCIENCE program to determine the most impactful experiences offered to undergraduates through the lens of student development theory. We used qualitative coding to analyze data collected from journals (n = 29) written by students of varying backgrounds, and at varying levels within the program (i.e., the Scholar and Intern level) over a 3-year program running period. We observed that faculty mentorship, the ability of undergraduates to mentor others, volunteer …
Salient Experiences In Student Development: Impact Of An Undergraduate Stem Teacher Preparation Program, Amie Sommers, Kelly Gomez Johnson, Paula M. Jakopovic, Julio Rivera, Neal Grandgenett, John A. Conrad, William Tapprich, Christine Cutucache
Salient Experiences In Student Development: Impact Of An Undergraduate Stem Teacher Preparation Program, Amie Sommers, Kelly Gomez Johnson, Paula M. Jakopovic, Julio Rivera, Neal Grandgenett, John A. Conrad, William Tapprich, Christine Cutucache
Teacher Education Faculty Publications
The need for a comprehensive, high-quality pipeline for the development of undergraduate pre-service teachers, especially those that represent a diverse student body, within STEM disciplines is acute. Here, we studied the Noyce SCIENCE program to determine the most impactful experiences offered to undergraduates through the lens of student development theory. We used qualitative coding to analyze data collected from journals written by students of varying backgrounds, and at varying levels within the program (i.e., the Scholar and Intern level) over a 3-year program running period. We observed that faculty mentorship, the ability of undergraduates to mentor others, volunteer experiences, and …